Paying teachers slightly more does not improve classroom standards or lead to better results, research suggests.

Analysis by the Institute for Fiscal Studies found no difference in attainment in similar primary schools where teachers’ pay varied by 5 per cent owing to London weighting. Previous research in the United States has found that teachers are more likely to be incentivised by the school environment and type of pupils than salary.

The IFS study, while not conclusive, will heighten debate over government moves to encourage wider use of performance-linked pay rises in schools.